- 期刊
Teaching English as a Foreign Language from an Anti-Oppressive Pedagogical Approach: Insights from Research Literature
並列摘要
Learning English in multicultural settings has naturally different connotations for non-native English speaking learners. In fact, English teaching has been related to several types of domination, linguistic genocide and deculturalization. Advocates of critical approaches in English language teaching have been interested in the relationship between foreign language learning and social changes in EFL (English as a Foreign Language) contexts.Anti-oppressive pedagogy in EFL encompasses multiple approaches to learning English as a foreign language that actively challenge different forms of systematic oppression and hegemonic relationships which are deeply embedded in the English language teaching profession. It is premised on the notion that many historical strategies of teaching English actually mask shareholders' deculturalization. It opposes hegemonic assimillationist, extremist and/or radical viewpoints and embraces pluralism, tolerance, linguistic and cultural diversity from the perspectives of people's rights.Using a critical approach, the authors explore not only the challenges encountered by non-native English speaking teachers in the EFL teaching field, but also the imperative needs for systematic preparation of new generations of culturally responsive EFL teachers in order to promote third order community changes. Implications for culturally responsive EFL teacher training, EFL curriculum transformation and textbook production arc discussed.
延伸閱讀
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